We assume we will meet face to face, in the hallways, in the parking lot, and online, for practice, conversation, and application of what we are learning, to preserve the feelings of community that we built in the opening session.
We assume that we will want more time to "pl ay" and work with our students.
We assume that we will sometimes feel frustrated as we try to implement some of our ideas about learning with technology.
We assume our students sometimes know more about technology than we do, but not always.
We assume that we might collaborate on ideas that might have originated with individual members.
We expect to generate a variety of ideas about how to help our students be connected with and learn from peers living and studying in other settings.
We assume that we will be helping one another overcome the problems and solve the technical glitches that get in the way of transforming our teaching.
We expect we will need to support each ot her to stay on task, to find the time to meet, and to be productive.
We expect to use the whole PLP experience to help us move from a rotary dial culture into a culture that adds 21st century value to every one of our lessons.
Team Haverford, 2009-2010
Year One:
Becca Davis (US English)
Dawn Hoffman (LS JrK)
Joe Lignore (LS 5th grade, English)
Dan Slack (US English)
Karen Suter (MS Reading/Learning Specialist)
Delia Turner (MS English, Team Leader)
Year Two:
Megan Connolly (Director of Technology, former PLP Fellow)
Lisa Snyder (Head of Information Services)
Assumptions and Expectations: